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Creating Core

Memories

L e s s o n 1

E l e m e n t a r y

T i m e 3 0 - 4 5 m i n s

O b j e c t i v e s :

1. S t u d e n t s w i l l b e a b l e t o i d e n t i f y t h e f o l l o w i n g k e y t e r m s : c o r e m e m o r y , h i p p o c a m p u s , t h e l i m b i c s y s t e m.
2. S t u d e n t s w i l l b e a b l e t o r e l a t e t o t h e i r 5 s e n s e s a n d c r e a t i n g c o r e m e m o r i e s.

W h y?

U n d e r s t a n d i n g a n d n a m i n g o u r c o r e m e m o r i e s c r e a t e s a

s t r o n g e r s e l f a n d c l a s s i d e n t i t y. I f t e a c h e r s p r o v i d e a u t h e n t i c

o p p o r t u n i t i e s f o r s t u d e n t s t o c r e a t e p o s i t i v e c o r e m e m o r i e s

w e i n c r e a s e c a r e , c o n c e r n , a n d t h e c a l l t o a c t i o n i n o u r

l e a r n i n g c o m m u n i t i e s. O u r b r a i n s h o l d t h e p o w e r t o r e c a l l ,

r e c o u n t , a n d r e l i v e s o m e o f o u r m o s t d e f i n i n g m o m e n t s. O n

t h e f l i p s i d e , w e m u s t a l s o n o t e t h e n a t u r a l f u n c t i o n o f

p r u n i n g , a n d h o w i t h e l p s t h e b r a i n p r e p a r e f o r d e e p e r

c o m p l e x i t y a n d s o p h i s t i c a t i o n. W h e n e d u c a t o r s m a k e t h e

e f f o r t t o l i s t e n t o t h e s e p e r s o n a l c o r e m e m o r i e s i t i n v i t e s

s t r o n g e r d i a l o g u e a n d p u r p o s e a m o n g t h e c l a s s. T h e b r a i n

l e a r n s t h r o u g h s t o r i e s. I t r e t r i e v e s w h a t i s r e l e v a n t , u s e f u l , a n d

i n t e r e s t i n g. M a k e t h e s e m o m e n t s h a p p e n i n y o u r c l a s s r o o m!

M a t e r i a l s : I n s i d e O u t C o r e M e m o r i e s : h t t p s : / / w w w. y o u t u b e. c o m / w a t c h? v = p e c h a - 7 Q O V o

C h a n g i n g C o r e M e m o r i e s : h t t p s : / / w w w. y o u t u b e. c o m / w a t c h? v = c Y v a Q 3 7 E c v U

• 5 S e n s e s C h a r t
• P o s t i t n o t e s
• D r y E r a s e b o a r d s a n d m a r k e r s
• C e l e b r a t i o n m a t e r i a l s ( s p r i n k l e s , c a n d l e s , s t r e a m e r s , b a l l o o n s , o r n a m e n t s , e t c. )

K e y T e r m s :

• C o r e M e m o r y
• H i p p o c a m p u s
• L i m b i c S y s t e m

Instructions

Bonus Brain-Aligned Strategies: “Mingle - Mingle” partner share game Call on a student to pick the special word. Students can be creative and silly with words like “taco, unicorn, X-Box, etc.” After students know the special word they will stand up and sing the chant “mingle, mingle, mingle!” over and over until the special word is said. When the teacher shares the special word, all students will freeze and turn to the person closest to him or her. Partners will share his or her symbol and guess what the core memory is. Students can also act out the symbol and have the partner guess it.

Utilize these videos and articles to supplement teacher or student understanding: https://www.edutopia.org/blog/film-festival-brain-learning http://channel.nationalgeographic.com/brain-games/ http://faculty.washington.edu/chudler/neurok.html https://video.nationalgeographic.com/video/brain-bank-sci https://www.youtube.com/user/SentisDigital https://www.edutopia.org/article/integrating-sel-classroom

Part 1 : Hook a. Have celebration materials (sprinkles, candles, streamers, balloons, ornaments, etc. - know your kids) on the front table "Pick one of these materials in your head- think about a time that you have seen this material?"

b. Engage in a class discussion revolving around when they have seen the different materials. Encourage discussion about different memories, digging deep into the emotions/feelings behind them (does the memory make you happy? Sad?)

Part 2 : Discussion and Video: a.Class discussion about specific moments/holidays that students remember related to the materials Class discussion about core memory Guiding Questions:

• Who or what reminds you of this material? Why?
• What emotions/ feelings arise when you see this item?
• Where are our memories stored?

b. Watch two "Inside Out" Videos and pay attention to 5 senses

c. Break up into partners and utilize " 5 senses materials" to talk about 5 senses in their own core memories

• Join, share your partner's core memory
• Talk about how emotions and senses (from hippocampus/limbic system) help create and retain Core Memories

Part 3 : Exit Ticket If time allows:

• Students write the symbol of their Core Memory on a post-it note
• Students gather on the carpet or stand up to willingly share and guess one another’s Core Memory. (i.e. Jane volunteers to share her symbol and then Tom guesses what the core memory might be (i.e.) If core memory is watching the Indy 500 then the symbol could be the smell of the gasoline or the opening remarks, “Drivers start your engines!”)

5 Senses Chart

Recall your own "core memory" - it could be a birthday party, scoring your first

goal in a soccer game, your first vacation, ANYTHING! Work with your partner to share this memory and help each other sort out what sights, smells, feelings, tastes, and sounds you remember.

L e s s o n 1

S e c o n d a r y

T i m e 3 0 - 4 5 m i n s

O b j e c t i v e s :

1. S t u d e n t s w i l l b e a b l e t o i d e n t i f y t h e f o l l o w i n g k e y t e r m s : c o r e m e m o r y , h i p p o c a m p u s , l i m b i c s y s t e m , m y e l i n , a n d n e u r o p l a s t i c i t y.
2. S t u d e n t s w i l l b e a b l e t o r e l a t e t o t h e i r 5 s e n s e s a n d c r e a t i n g c o r e m e m o r i e s.

W h y?

U n d e r s t a n d i n g a n d n a m i n g o u r c o r e m e m o r i e s c r e a t e s a

s t r o n g e r s e l f a n d c l a s s i d e n t i t y. I f t e a c h e r s p r o v i d e a u t h e n t i c

o p p o r t u n i t i e s f o r s t u d e n t s t o c r e a t e p o s i t i v e c o r e m e m o r i e s

w e i n c r e a s e c a r e , c o n c e r n , a n d t h e c a l l t o a c t i o n i n o u r

l e a r n i n g c o m m u n i t i e s. O u r b r a i n s h o l d t h e p o w e r t o r e c a l l ,

r e c o u n t , a n d r e l i v e s o m e o f o u r m o s t d e f i n i n g m o m e n t s. O n

t h e f l i p s i d e , w e m u s t a l s o n o t e t h e n a t u r a l f u n c t i o n o f

p r u n i n g , a n d h o w i t h e l p s t h e b r a i n p r e p a r e f o r d e e p e r

c o m p l e x i t y a n d s o p h i s t i c a t i o n. W h e n e d u c a t o r s m a k e t h e

e f f o r t t o l i s t e n t o t h e s e p e r s o n a l c o r e m e m o r i e s i t i n v i t e s

s t r o n g e r d i a l o g u e a n d p u r p o s e a m o n g t h e c l a s s. T h e b r a i n

l e a r n s t h r o u g h s t o r i e s. I t r e t r i e v e s w h a t i s r e l e v a n t , u s e f u l , a n d

i n t e r e s t i n g. M a k e t h e s e m o m e n t s h a p p e n i n y o u r c l a s s r o o m!

M a t e r i a l s : " I n s i d e O u t " C o r e M e m o r i e s : h t t p s : / / w w w. y o u t u b e. c o m / w a t c h? v = p e c h a - 7 Q O V o " I n s i d e O u t " C h a n g i n g C o r e M e m o r i e s : h t t p s : / / w w w. y o u t u b e. c o m / w a t c h? v = c Y v a Q 3 7 E c v U S e n t i s V i d e o h t t p s : / / w w w. y o u t u b e. c o m / w a t c h? v = E L p f Y C Z a 8 7 g 5 S e n s e s C h a r t

• P o s t i t n o t e s
• D r y E r a s e b o a r d s a n d m a r k e r s
• C e l e b r a t i o n m a t e r i a l s ( s p r i n k l e s , c a n d l e s , s t r e a m e r s , b a l l o o n s , o r n a m e n t s , e t c. )

K e y T e r m s :

• C o r e M e m o r y
• L i m b i c S y s t e m
• M y e l i n
• N e u r o p l a s t i c i t y

Creating Core

Memories

Instructions

Bonus Brain-Aligned Strategies: “Mingle - Mingle” partner share game Call on a student to pick the special word. Students can be creative and silly with words like “taco, unicorn, X-Box, etc.” After students know the special word they will stand up and sing the chant “mingle, mingle, mingle!” over and over until the special word is said. When the teacher shares the special word, all students will freeze and turn to the person closest to him or her. Partners will share his or her symbol and guess what the core memory is. Students can also act out the symbol and have the partner guess it.

Utilize these videos and articles to supplement teacher or student understanding: https://www.edutopia.org/blog/film-festival-brain-learning http://channel.nationalgeographic.com/brain-games/ http://faculty.washington.edu/chudler/neurok.html https://video.nationalgeographic.com/video/brain-bank-sci https://www.youtube.com/user/SentisDigital https://www.edutopia.org/article/integrating-sel-classroom

Part 1 : Hook a. Have celebration materials (sprinkles, candles, driver's license, keys, pet leash, etc. - know your kids) on front table/tables "Pick one of these materials in your head- think about a time that you have seen this material?" b. Time students for two minutes to make as many connections to the material as possible (have them record these in a notebook or on scrap paper)

c. Once the two minutes is up, ask student to circle their top three most vivid connections.

d. Launch a discussion setting (inside outside circle, Socratic-seminar, pair share, etc) Guiding Questions:

• Who or what reminds you of this material? Why?
• What emotions/ feelings arise when you see this item?
• How does this item define a time or memory in your life?
• Why are we able to connect to one item in so many different ways?
• Where are our memories stored?

Part 2 : Discussion and Video a. Class discussion about specific times/holidays/experienced that they remember related to the materials (can be ANY emotion- happy, sad, etc.)

b..Watch two "Inside Out" Videos and pay attention to 5 senses, discuss how memories can be changed

c. Break up into partners and utilize " 5 senses materials" to talk about their 5 senses in their own core memories ( 5 minutes) - ensure understanding that our emotions shape our memories, and emotions are in the limbic system

d. .Join together, discuss neuroplasticity – Watch Sentis video

e.Ask for volunteer to come and use dumbbell – while student is doing bicep curls ask kids what is happening t.o the muscle (building, getting stronger, etc.)- this is what myelin is, basically like you strengthening the muscles in your brain that make memories stronger! (Working out is like neuroplasticity- the ability to change your brain and memories) f. If time allows:

• Have students write a list poem or haiku using key terms (independent or partners)

Part 3 : Exit Ticket: Write a metaphor, simile or hyperbole for key terms on post-it note (have key terms written on board) Save post it note anchor chart for the classroom community to refer to throughout the year.

5 Senses Chart

Recall your own "core memory" - it could be a birthday party, scoring your first

goal in a soccer game, your first vacation, ANYTHING! Work with your partner to share this memory and help each other sort out what sights, smells, feelings, tastes, and sounds you remember.

Islands of

Personality

L e s s o n 2

E l e m e n t a r y

T i m e 3 0 - 4 5 m i n s

O b j e c t i v e s :

1. S t u d e n t s w i l l b e a b l e t o a n a l y z e t h e m a i n i d e a a n d d e t a i l s o f a c o r e m e m o r y.
2. S t u d e n t s w i l l b e a b l e t o c r e a t e h i s o r h e r o w n p e r s o n a l i t y i s l a n d.

W h y?

I t i s i m p o r t a n t f o r k i d s t o b e a b l e t o s t a r t t o r e c o g n i z e a n d

d e f i n e t h e i r p e r s o n a l i t i e s , a s w e l l a s u n d e r s t a n d h o w t h o s e

a s p e c t s o f t h e i r p e r s o n a l i t i e s c a m e t o b e. T h i s t y p e o f

l a n g u a g e i s m e a n t t o h e l p f o s t e r a s t r o n g s e n s e o f i d e n t i t y ,

w h i l e a l s o a l l o w i n g s t u d e n t s t o u n d e r s t a n d d i f f e r e n t

p e r s p e c t i v e s a n d p e r s o n a l i t i e s o f t h e i r p e e r s. A b e t t e r

u n d e r s t a n d i n g w i l l c r e a t e a s t r o n g e r , m o r e t r u s t i n g l e a r n i n g

c o m m u n i t y. T h i s l e s s o n c a n a l s o s u p p o r t t o l e r a n c e ,

a c c e p t a n c e , a n d a p p r e c i a t i o n f r o m o t h e r e x t r a c u r r i c u l a r

a c t i v i t i e s ( s p o r t s , t h e a t e r , c l u b s , e t c. )

M a t e r i a l s :

• C o r e M e m o r y C h a r t ( s e e l e s s o n # 1 )
• P o s t - i t n o t e s
• P a p e r p l a t e s
• M a g a z i n e s
• S c i s s o r s
• G l u e

I n s i d e O u t I s l a n d s o f P e r s o n a l i t y h t t p s : / / w w w. y o u t u b e. c o m / w a t c h? v = 3 w e U 3 t S T 3 E M & l i s t = P L g 3 d j f t w s U D I y F P Y e p e t 5 2 5 I D O H 3 l E s s Q

K e y T e r m s :

• C o r e M e m o r y
• I s l a n d s o f P e r s o n a l i t y
• M a i n I d e a a n d D e t a i l s

Instructions

Bonus Brain-Aligned Strategies: Artistic Influence: Make this a long-term art project! Have students create multiple "Islands of Personality" for a character, historical figure, or for themselves out of art materials. Partner with your art teacher to design curricula across disciplines!

Brainiac Word Wall: Create a word wall with student definitions paired next to dictionary definitions. Charge students with the task to bring this word wall to life with hand created pictures, examples, and photographs.

Part 1 : Hook a. Ask students to refer to core memory lesson (see lesson # 1 ). Students could pull out core memory chart, reference it on the anchor chart, or mentally recall the core memory.

b. Using a piece of scrap paper students will have 30 seconds to write down all and any words that come to mind when thinking about that core memory. Encourage students that there is no right or wrong!

Part 2 : Discussion and Video a. Play clip and ask students to notice how the islands of personality are formed

b. Turn to a partner and discuss what makes an island of personality while standing and mirroring each other's movements (see brain aligned strategies below) Islands of personality- formed through core memories (ex. "goof-ball island, family island, hockey island, honesty island, and friendship island")

c. Discuss how the main idea of a Core Memory creates an aspect of our personalities Model Riley's hockey island with a visual on the board or anchor chart

d. Show the main idea (hockey) in the center and all other details about this island stemming from the center (ex. images for main idea: sun, flower, table, pizza, etc.)

e. Then have students analyze their words written during hook to generate the main idea of their core memories

f. Draw or write the Core Memory of the same image and model (sun, flower, table, pizza, etc.)

Part 3 : Exit Ticket Students create their own island of personality from the discussion. Students will write the title of this island in the center of their paper plate and use magazine cutouts to display details of their island. Display each island on an ocean like a bulletin board or hang from the ceiling.

Islands of

Personality

L e s s o n 2

S e c o n d a r y

T i m e 3 0 - 4 5 m i n s

O b j e c t i v e : S t u d e n t s w i l l b e a b l e t o a n a l y z e r e l e v a n t a s p e c t s o f p e r s o n a l i t y f o r a s p e c i f i c c h a r a c t e r o r h i s t o r i c a l f i g u r e b e i n g s t u d i e d.

W h y?

I t i s i m p o r t a n t f o r k i d s t o b e a b l e t o s t a r t t o r e c o g n i z e a n d

d e f i n e t h e i r p e r s o n a l i t i e s , a s w e l l a s u n d e r s t a n d h o w t h o s e

a s p e c t s o f t h e i r p e r s o n a l i t i e s c a m e t o b e. T h i s t y p e o f

l a n g u a g e i s m e a n t t o h e l p f o s t e r a s t r o n g s e n s e o f i d e n t i t y ,

w h i l e a l s o a l l o w i n g s t u d e n t s t o u n d e r s t a n d d i f f e r e n t

p e r s p e c t i v e s a n d p e r s o n a l i t i e s o f t h e i r p e e r s. A b e t t e r

u n d e r s t a n d i n g w i l l c r e a t e a s t r o n g e r , m o r e t r u s t i n g l e a r n i n g

c o m m u n i t y. T h i s l e s s o n c a n a l s o s u p p o r t t o l e r a n c e ,

a c c e p t a n c e , a n d a p p r e c i a t i o n f r o m o t h e r e x t r a c u r r i c u l a r

a c t i v i t i e s ( s p o r t s , t h e a t e r , c l u b s , e t c. )

M a t e r i a l s :

• C o r e M e m o r y C h a r t ( s e e l e s s o n # 1 )
• P o s t i t n o t e s

I n s i d e O u t I s l a n d s o f P e r s o n a l i t y h t t p s : / / w w w. y o u t u b e. c o m / w a t c h? v = 3 w e U 3 t S T 3 E M & l i s t = P L g 3 d j f t w s U D I y F P Y e p e t 5 2 5 I D O H 3 l E s s Q

K e y T e r m s :

• C o r e M e m o r y
• I s l a n d s o f P e r s o n a l i t y
• M y e l i n

Instructions

Bonus Brain-Aligned Strategies: Making this a long-term art project! Have students create multiple "Islands of Personality" for a character, historical figure, or for themselves out of art materials. Partner with your art teacher to design curricula across disciplines! Hang multimedia work around the room and have a gallery walk!

Part 1 : Hook a. Ask students to refer to core memory lesson (see lesson # 1 ). Students could pull out core memory chart, reference it on the anchor chart, or mentally recall the core memory. b. Using a piece of scrap paper students will have 30 seconds to write down nouns, verbs, and adjectives that come to mind when thinking about that core memory. *Encourage students that there is no right or wrong!

Part 2 : Discussion and Video a. Play clip and ask students to notice how the islands of personality are formed

• Review with students the key terms learned in the "Core Memory" lesson (Myelin, Neuroplasticity). b. Write the key terms on the board to assist with their memories. c. Have students turn to a partner and discuss what makes an Island of Personality while standing and mirroring each other's movements (see brain aligned strategies below). -Ask for volunteers to share what they and their partner discussed.

d. Prompt students if needed to see the connection between Core Memories and Islands of Personality being memories that deeply involve their senses, memories/traits that they use frequently (building a myelin sheath around certain neural connections), and the ability to change these (neuroplasticity). e. Make a list of characters or historical figures that you are currently studying on the board. Explain to students that they will each be choosing one of these characters/figures to identify one of their Islands of Personalities based on Core Memories and/or traits that they display. They will cite textual evidence and relate it to the key terms to back up their thinking, but can otherwise be creative.

Part 3 : Exit Ticket a. Students create a multimedia work representing the science of emotion behind a historical figure or character's Core Memory/Island of Personality. Examples of technology mediums could include Discover Education Board, PowerPoint, Wordle, etc.

How Emotions

Affect Learning

L e s s o n 3

E l e m e n t a r y

T i m e 3 0 - 4 5 m i n s

O b j e c t i v e : S t u d e n t s w i l l b e a b l e t o n a m e t h e i r d i f f e r e n t e m o t i o n s a n d a n a l y z e t h e d i f f e r e n t r o l e s e a c h e m o t i o n p l a y s i n t h e i r l i v e s.

W h y?

" I f y o u c a n n a m e i t , y o u c a n t a m e i t " i s a c o m m o n p h r a s e - a n d

f o r g o o d r e a s o n! M a n y o f o u r c h i l d r e n b e l i e v e t h a t o u r

" n e g a t i v e " e m o t i o n s s u c h a s s a d n e s s a n d a n g e r a r e i n h e r e n t l y

b a d. T h i s d i s c o u r a g e s t h e m f r o m s h a r i n g t h e i r e m o t i o n s ,

l e a v i n g t h e m v u l n e r a b l e t o i s o l a t i o n , d e p r e s s i o n , a n d a n x i e t y.

O u r s t u d e n t s n e e d t o k n o w t h a t a l l e m o t i o n s a r e v a l i d a n d

m o r e s o a l l e m o t i o n s a r e i m p o r t a n t! T h i s l e s s o n w i l l h e l p k i d s

e x p l o r e t h a t , a s w e l l a s l e a r n t h a t t h e y c a n c h a n g e t h e i r

t h i n k i n g a b o u t t h e i r e m o t i o n s a s w e u t i l i z e a n d c o m p r e h e n d

t h e p o w e r s o f n e u r o p l a s t i c i t y.

M a t e r i a l s :

• M a t e r i a l s t h a t c a n b e m a n i p u l a t e d ( i. e. s l i m e , p l a y - d o h , s i l l y p u t t y , e t c. )
• M a t e r i a l s t h a t c a n n o t b e m a n i p u l a t e d ( I. e. k e y s , a r o c k , e t c. )

I n s i d e O u t M e e t R i l e y ' s E m o t i o n s h t t p s : / / w w w. y o u t u b e. c o m / w a t c h? v = 1 S 0 R K R R y q h Q

S e n t i s V i d e o : N e u r o p l a s t i c i t y h t t p s : / / w w w. y o u t u b e. c o m / w a t c h? v = X S z s I 5 a G c K 4

K e y T e r m s :

• N e u r o p l a s t i c i t y
• E m o t i o n s

Instructions

Bonus Brain-Aligned Strategies: Paths of Neuroplasticity: To showcase another way of neuroplasticity, utilize Hot Wheels cars/tracks! Discuss the different “roadways” in terms of neuroplasticity. Use wiki-stix, playdoh, drawing, etc. to model neuroplasticity for the character’s situation

Part 1 : Hook

• Have different materials visible, some that are easily changed (i.e. play-doh, slime, putty, etc.), and some that cannot be changed (i.e. a rock, toy car, key, etc.). (For extra novelty, hide these items in bags!)
• Make sure that the items that can be changed are grouped together and the items that cannot be changed are also grouped together.
• Ask for two volunteers to come and feel/describe the items. Have two other volunteers be the “recorders” for the two students describing the items.
• The goal is to have them articulate the characteristics of each group of items as other classmates scribe them on the board.
• Once the items are described, have the class categorize the two groups in one word/phrase. The goal is to have them identify that one group is a group of items that is malleable/can change form, and one is not.

Part 2 : Model and Video Ask students to STAND if they think that the group that can be changed is like our brains (use the students’ language for how they described that group), and tell them to sit on the floor/squat if they think that our brains are like the group that cannot be changed (use the students’ language).

Students gather in a circle, pass around materials while prompting discussion about how items may relate to our brains. Explain the scientific language of neuroplasticity while discussing that our brains are can change (refer to definition on Teacher Reference Sheet). Write definition on board.

• Play Sentis Video about Neuroplasticity
• Students return to seats and pass out a piece paper (or type if technology is available for all students). Play Inside Out Meet Riley's Emotions video to introduce our main emotions: Joy, Sadness, Fear, Disgust, and Anger
• Students get into pairs or groups of three and cite textual evidence of an emotion being shown from text you are currently studying in class (novel, historical figure, article, etc.). Have students explain this scene or part of the text and identify where the emotion is shown.
• Come back together as a class and have partners/groups share their textual evidence citing the emotions. Discuss as a class how we think about our emotions (i.e. do we always see sadness as a bad thing?). Relate this back to neuroplasticity, discussing the purpose for ALL emotions and trying to change our thinking about them.

Part 3 : Exit Ticket Have students return to their groups. Depending on which emotion the students’ group chose to showcase, have them discuss and write down their group’s responses to the following discussion questions (If they chose a situation where the character showed sadness, have them answer questions 1 - 3 ).

How Emotions

Affect Learning

L e s s o n 3

S e c o n d a r y

T i m e 3 0 - 4 5 m i n s

O b j e c t i v e : S t u d e n t s w i l l b e a b l e t o n a m e t h e i r d i f f e r e n t e m o t i o n s a n d a n a l y z e t h e d i f f e r e n t r o l e s e a c h e m o t i o n p l a y s i n t h e i r l i v e s.

W h y?

" I f y o u c a n n a m e i t , y o u c a n t a m e i t " i s a c o m m o n p h r a s e - a n d

f o r g o o d r e a s o n! M a n y o f o u r c h i l d r e n b e l i e v e t h a t o u r

" n e g a t i v e " e m o t i o n s s u c h a s s a d n e s s a n d a n g e r a r e i n h e r e n t l y

b a d. T h i s d i s c o u r a g e s t h e m f r o m s h a r i n g t h e i r e m o t i o n s ,

l e a v i n g t h e m v u l n e r a b l e t o i s o l a t i o n , d e p r e s s i o n , a n d a n x i e t y.

O u r s t u d e n t s n e e d t o k n o w t h a t a l l e m o t i o n s a r e v a l i d a n d

m o r e s o a l l e m o t i o n s a r e i m p o r t a n t! T h i s l e s s o n w i l l h e l p k i d s

e x p l o r e t h a t , a s w e l l a s l e a r n t h a t t h e y c a n c h a n g e t h e i r

t h i n k i n g a b o u t t h e i r e m o t i o n s a s w e u t i l i z e a n d c o m p r e h e n d

t h e p o w e r s o f n e u r o p l a s t i c i t y.

M a t e r i a l s :

• M a t e r i a l s t h a t c a n b e m a n i p u l a t e d ( i. e. s l i m e , p l a y - d o h , s i l l y p u t t y , e t c. )
• M a t e r i a l s t h a t c a n n o t b e m a n i p u l a t e d ( I. e. k e y s , a r o c k , e t c. )

I n s i d e O u t M e e t R i l e y ' s E m o t i o n s h t t p s : / / w w w. y o u t u b e. c o m / w a t c h? v = 1 S 0 R K R R y q h Q S e n t i s V i d e o : N e u r o p l a s t i c i t y h t t p s : / / w w w. y o u t u b e. c o m / w a t c h? v = X S z s I 5 a G c K 4

K e y T e r m s :

• N e u r o p l a s t i c i t y
• E m o t i o n s

Instructions

Bonus Brain-Aligned Strategies: Paths of Neuroplasticity: To showcase another way of neuroplasticity, utilize Hot Wheels cars/tracks! Discuss the different “roadways” in terms of neuroplasticity.

Use wiki-stix, playdoh, drawing, etc. to model neuroplasticity for the character’s situation

Part 1 : Hook a. Have different materials visible, some that are easily manipulated (i.e. play-doh, slime, putty, etc.), and some that are not easily manipulated (i.e. a rock, toy car, key, etc.). (For extra novelty, hide these items in bags!) Be sure that the items that can be changed are grouped together and the items that cannot be changed are also grouped together.

b. Ask for two volunteers to feel/describe the items. Ask for two other volunteers be the “recorders” for the two students describing the items. The goal is to have them articulate the characteristics of each group of items as other classmates scribe them on the board.

c. Once the items are described, have the class categorize each of the two groups into one word/phrase. The goal is to have them identify that one group is a group of items that is malleable/can change form, and one is not.

Part 2 : Model and Video a. Ask students to STAND if they think that the group that can be changed is like our brains (use the students’ language for how they described that group), and tell them to sit on the floor or squat if they think that our brains are like the group that cannot be changed (again, use the students’ language).

b. Students gather in a circle, pass around materials while prompting discussion about how items may relate to our brains.

Explain the scientific language of neuroplasticity while discussing that our brains are can change (refer to definition on Teacher Cheat Sheet). Write definition on board.

c. Play Sentis Video about Neuroplasticity. Assess for understanding by asking for a student to explain neuroplasticity in their own words.

d. Instruct students to return to their seats while you pass out a piece paper to each student.

e. Play Inside Out Meet Riley's Emotions video to introduce our main emotions: Joy, Sadness, Fear, Disgust, and Anger. Discuss initial reactions to the information.

f. Then, have students get into pairs (or groups of three). Instruct them that on their pieces of paper they are to cite textual evidence of an emotion being shown from text you are currently studying in class (novel, historical figure, article, etc.).

g. Come back together as a class and have partners/groups share their textual evidence citing the emotions. Discuss as a class how we think about our emotions (i.e. do we always see sadness as a bad thing?). Relate this back to neuroplasticity, discussing that we can purposefully change the way that we think about our emotions. Encourage them to keep thinking about this as you go through future lessons.

Part 3 : Exit Ticket Have students return to their groups. Depending on which emotion the students’ group chose to showcase, have them discuss and write down their group’s responses to the following discussion questions (If they chose a situation where the character showed sadness, have them answer questions 1 - 3 ).

Leaving the

Adolescent Brain

L e s s o n 4

E l e m e n t a r y

T i m e 3 0 - 4 5 m i n s

O b j e c t i v e s :

S t u d e n t s w i l l b e a b l e t o c r e a t e a t a i l o r e d l i s t o f a p p l i c a b l e s t r e s s r e g u l a t i o n s t r a t e g i e s.

W h y?

C o m i n g o f f o f o u r l e s s o n a b o u t h o w a l l e m o t i o n s a r e v a l i d , a n d

h o w w e h a v e t h e p o w e r t o c h a n g e o u r t h i n k i n g a b o u t t h e m , i t

i s i m p o r t a n t f o r o u r s t u d e n t s t o l e a r n h o w w e c a n r e - r e g u l a t e

o u r b r a i n s w h e n w e a r e f e e l i n g n e g a t i v e e m o t i o n s s u c h a s

s a d n e s s a n d a n g e r. I t i s p o w e r f u l f o r k i d s t o l e a r n a b o u t t h e

n e u r o h o r m o n e s r e s p o n s i b l e f o r u s f e e l i n g h a p p y , a n d t h a t w e

c a n d o t h i n g s t h a t h e l p t o r e l e a s e t h o s e n e u r o h o r m o n e s ,

t h e r e f o r e r e g u l a t i n g o u r b r a i n s.

I t i s a c r u c i a l t i m e f o r s t u d e n t s t o b e p r e p a r e d f o r t h e

n e u r o l o g i c a l c h a n g e s t h a t w i l l h a p p e n a s a d o l e s c e n t s , a n d t h a t

t h e i r b r a i n s w i l l g o t h r o u g h a p r o c e s s o f g e t t i n g r i d o f h a l f o f

t h e i r n e u r a l c o n n e c t i o n s! T h e m o r e t h a t w e c a n n o r m a l i z e t h e

a d o l e s c e n t y e a r s a n d p r e p a r e s t u d e n t s f o r t h e d i f f e r e n t

e m o t i o n s , t h e b e t t e r e q u i p p e d t h e y w i l l b e t o f a c e t h o s e t o u g h

t r a n s i t i o n y e a r s a h e a d.

M a t e r i a l s :

• C a r d s t o c k f o r b o o k m a r k s
• M a g a z i n e s ( t r y t o c h o o s e m a g a z i n e s w i t h p i c t u r e s a n d w o r d s t h a t w o u l d b e u s e d f o r " S t r e s s R e g u l a t i o n S t r a t e g i e s " - i f m a g a z i n e s a r e n o t a v a i l a b l e , n e w s p a p e r s o r o n l i n e p i c t u r e s / w o r d s c a n w o r k a s w e l l )
• S c i s s o r s
• " I n s i d e O u t " M i n d W o r k e r s h t t p s : / / w w w. y o u t u b e. c o m / w a t c h? v = E 9 N M U G h J 7 F E

K e y T e r m s :

• N e u r o h o r m o n e s ( S e r o t o n i n a n d D o p a m i n e )
• F r o n t a l L o b e
• P r u n i n g
• B r a i n R e g u l a t i o n S t r a t e g i e s

Instructions

Bonus Brain-Aligned Strategies: Q & A Search: Imbed a small brain interval by taping discussion question cards on the bottom of a few students’ chairs. After the video, ask students to search for the hidden cards. Students can choose to share the question out loud or pass to a friend. This brain interval offers novelty, movement, and choice for the students to better engage in the discussion questions.

Part 1 : Hook Bring in something that is meaningful to you that represents your childhood/being a kid. (This could be a blanket, a stuffed animal, and toy, etc.) Pass this around the room and ask students to notice and wonder why you brought this in.

Explain to students that this item represents being a kid to you. Then ask students to draw or write some things that represent being a kid to them (this could be playing outside with friends, having a toy, etc. )

Part 2 : Discussion and VIdeo a. Have students gather in a circle. Play the "Inside Out "Mind Workers video. Encourage students to react and share their thoughts on what this video might mean.

b. Use an anchor chart to discuss with students that at some point within the next few years that their brains will go through something called "pruning" (see Teacher Cheat Sheet). This means that our brains will start to get rid of connections that they don't need any more and start to "leave" childhood. When this happens, they might experience different emotions because of the neurohormones released.

c. Guiding Questions: Have students get into pairs (or groups of three) to answer the following discussion questions together. Write discussion questions on the board for whole class OR pass out handouts with discussion questions

• What are the mind workers doing with the vacuum?
• The female mind worker says, “When Riley doesn’t care about a memory it fades”. Why would our brain allow for this fading/pruning to occur?
• Can you think of something that you loved as a young child that you no longer remember all the details? (I.e. A favorite toy, a talent, or a phone number?)
• Why does Riley get angry while video chatting her friend? How could her emotions have changed so quickly?
• Can you think of a moment when you felt a negative emotion and did not understand why you felt that way?

d. Come back together as a whole group. Explain to students that this video seemed a bit scary and disheartening, but that there is good news for our brain! Brain regulation strategies are available for us to use at any time we are feeling dysregulated (or that our mind is being "vacuumed"). Use an anchor chart to brainstorm different ways that we can help ourselves cope. See brain regulation strategies list attached for examples.

e. Students return to their seats and pass out cardstock for bookmarks. Have magazines, papers, pens, and other art materials to allow students to create their own "Brain Regulation Strategies Bookmark" with their own personal regulation strategies to use when they feel overwhelmed. Part 3 : Exit Ticket Have students choose one brain regulation strategy that they can use in the classroom/school if they are feeling overwhelmed and write it down on a notecard to hand to the teacher.

Brain Regulation Strategies (Examples)

Use a fidget

Listen to music

Breathing exercises

Run

Yoga

Go for a walk

Go for a bike ride

Read a book

Doodle

Journal

Count slowly forward or

backward

Drink water

Wrap up in a blanket

Hum or sing

Diffuse essential oils

Draw/paint

Do a craft

Talk to someone

Color in a coloring book

Take a shower or bath

Ask for a break

Push against a wall

Ask for a hug from

someone you trust

Play with an animal

ROYGBIV I Spy: Look for

each color of the

rainbow around the

room

Write in your planner

Paint your nails

Look at the sky

Clean/organize something

Knit or sew

Meditate

Bake or cook

Rip paper into tiny pieces

Hug a pillow or stuffed

animal

Dance

Do something that you

have been procrastinating

Create something new

Go to a friend's house

Watch a movie or TV show

that makes you laugh

Make a playlist of your

favorite songs

Do something nice for

someone else

Rearrange your room

Write yourself a positive

letter

Do a puzzle

Ask your friends to play a

game

Write a poem

Do a wordsearch or

crossword puzzle

Listen to a podcast or book

on tape

Leaving the

Adolescent Brain

L e s s o n 4

S e c o n d a r y

T i m e 3 0 - 4 5 m i n s ( w i t h o p t i o n a l

e x t e n s i o n t o m u l t i p l e d a y s )

Objectives:

1. Students will be able to create a tailored list of applicable stress regulation strategies.
2. Students will be able to create and present an argument with research-based claims and transition words.

Why?

Coming off of our lesson about how all emotions are valid, and how we have the

power to change our thinking about them, it is important for our students to learn

how we can re-regulate our brains when we are feeling negative emotions such as

sadness and anger. It is powerful for kids to learn about the neurohormones

responsible for us feeling happy, and that we can do things that help to release those

neurohormones, therefore regulating our brains.

This lesson is particular important for this age group, as many are experiencing

pruning and the changes in their brains/bodies. The more that we can normalize these

adolescent years and prepare them with healthy brain habits and regulation

strategies, the better equipped they will be during these transition years.

Materials: Inside Out Bing Bong: Leaving the Adolescent Brain https://www.youtube.com/watch?v=tXj61BXEy2M

Teen Brain Anatomy https://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/ work/anatomy.html

Interview with Jay Giedd https://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/ interviews/giedd.html

Teen Brain https://www.youtube.com/watch?v=EGdlpaWi3rc The Teenage Brain Explained https://www.youtube.com/watch?v=hiduiTq1ei Web Quest Links: Sleep: https://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/from/ More electives/extracurricular activities: https://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/work/

Better nutrition in schools https://health.usnews.com/health-news/health- wellness/articles/ 2016 - 01 - 05 /teens-your-brain-needs-real-food

Key Terms:

• Neurohormones (Serotonin and Dopamine)
• Frontal Lobe
• Brain Regulation Strategies

Instructions

Bonus Brain-Aligned Strategies: Pairing students - place numbered post it notes underneath each chair before class. Make sure to have two of each number for student to know their partner. Set a timer for 30 seconds for students to find his or her partner in the room. This method is very novel promoting engagement and curiosity. Students will also activate the RAS (reticular activating system) giving a healthy dose of energy and alertness for the activity.

Project presenting- have the students present to a different audience that connects with them! Another class, a principal, etc. Giving students the platform to speak their mind connects them to their learning deeper, as well as forms connections with those they present to!

Part 1 : Hook a. Play video: "Inside Out" Bing Bong Bing Bong Signifies Leaving the Adolescent Brain

• Post these questions around the room and give students 90 seconds at each station with a partner to answer the f ollowing questions:
• What or who was your Bing Bong?
• Could it be an object (like a blanket or teddy bear) or something abstract?
• What does Bing Bong symbolize?
• Why is it important for Riley to let go of Bing - Bong?
• Why did Bing Bong jump off the wagon?
• What makes it so sad for the audience (especially parents and adults) as we watch this part?
• Do we really ever lose Bing Bong? Explain.
• Do you have a core memory of an experience from your imagination? What is it like?

Part 2 : Overview a. After the students have watched the video and answered the questions around the room, explain to them the process of pruning (see Teacher Cheat Sheet). Engage in a discussion about the fact that their brains are going through a lot of changes, and so they might be experiencing or come to experience many different emotions. Discuss how it is important for us all to always be utilizing brain regulation strategies (see attached examples for reference). b. Instruct students that they will be partaking in a WebQuest activity that will help them to gather information and research about healthy brain habits and regulation strategies. Have students get into pairs/group of three (see Bonus Brain- Aligned Strategies for pairing)

c. Students (in their pairs/groups) will research the following topics through the WebQuest links: School Start-Up times, Importance of Sleep, Nutrition, and the Brain, Stress Response System, If you are choosing to do this lesson in one day, please end with step d. If you are choosing to stretch this lesson into an argumentative project, please skip step 3 and continue with step e d. (If you are choosing to do this lesson in one day) Towards the end of class, have student pairs/groups pick one topic to share out. e. (If you are choosing to continue this lesson into an argumentative project) Towards the end of class on Day 1 , have each student group state their topic/thesis (as their exit ticket). f. Day 2 and beyond (time allotted for project up to your discretion): Have students regroup into their pairs/groups and work together to organize an argumentative project to present to the class on their chosen topic Projects can be presented in essay format, a speech, PowerPoint, video, or other means to argue their topic.

Part 3 : Exit Ticket Students will individually write an argumentative piece highlighting the evidence extracted from each source. Students can choose to present essays to the class, another grade level, the administration or parents. While students present, classmates will fill out a feedback form with "two stars and a wish". Stars represent something learned or done well and wishes represents constructive feedback for improvement.

Brain Regulation Strategies (Examples)

Use a fidget

Listen to music

Breathing exercises

Run

Yoga

Go for a walk

Go for a bike ride

Read a book

Doodle

Journal

Count slowly forward or

backward

Drink water

Wrap up in a blanket

Hum or sing

Diffuse essential oils

Draw/paint

Do a craft

Talk to someone

Color in a coloring book

Take a shower or bath

Ask for a break

Push against a wall

Ask for a hug from

someone you trust

Play with an animal

ROYGBIV I Spy: Look for

each color of the

rainbow around the

room

Write in your planner

Paint your nails

Look at the sky

Clean/organize something

Knit or sew

Meditate

Bake or cook

Rip paper into tiny pieces

Hug a pillow or stuffed

animal

Dance

Do something that you

have been procrastinating

Create something new

Go to a friend's house

Watch a movie or TV show

that makes you laugh

Make a playlist of your

favorite songs

Do something nice for

someone else

Rearrange your room

Write yourself a positive

letter

Do a puzzle

Ask your friends to play a

game

Write a poem

Do a wordsearch or

crossword puzzle

Listen to a podcast or book

on tape

Contagious Emotions and

Stress Response System

L e s s o n 5

E l e m e n t a r y

T i m e 3 0 - 4 5 m i n s

O b j e c t i v e s :

1. S t u d e n t s w i l l b e a b l e t o d e s c r i b e h o w m i r r o r n e u r o n s a f f e c t o u r m o o d a n d b r a i n s t a t e.
2. S t u d e n t s w i l l b e a b l e t o m o d e l a n d e d u c a t e o t h e r s a b o u t h e a l t h y s t r e s s r e s p o n s e s t r a t e g i e s

W h y?

M i r r o r n e u r o n s a r e a c r u c i a l p a r t t o u n d e r s t a n d o u r i n t e r a c t i o n s

w i t h o t h e r s , w h i c h i s a f o u n d a t i o n a l a s p e c t o f b u i l d i n g

c l a s s r o o m c o m m u n i t y.

T h i s l e s s o n i s m e a n t t o b u i l d o n t h e p r e v i o u s l e s s o n s a n d t e a c h

s t u d e n t s a n o t h e r w a y t o r e c o g n i z e h o w e m o t i o n s a r e i m p a c t i n g

t h e i r l e a r n i n g. T h e b r a i n r e g u l a t i o n s t r a t e g i e s c r e a t e d i n t h e

p r e v i o u s l e s s o n a r e s o m e t h i n g t h a t s h o u l d n o t b e t a u g h t i n

i s o l a t i o n ( a s w e k n o w t h e m o r e w e u t i l i z e s o m e t h i n g , t h e

s t r o n g e r t h a t n e u r a l c o n n e c t i o n w i l l b e! ) , s o y o u w i l l s e e t h a t

t h e y a r e i n c o r p o r a t e d i n t o t h i s c r u c i a l l e s s o n.

M a t e r i a l s :

- I n s i d e O u t F a m i l y D i n n e r S c e n e h t t p s : / / w w w. y o u t u b e. c o m / w a t c h? v = C j g d i y _ S G j A - M i r r o r N e u r o n s P a r t 1 w w w. y o u t u b e. c o m / w a t c h? v = X z M q P Y f e A - s & l i s t = R D Q M D z v o _ A 7 N a X Y - M i r r o r N e u r o n s P a r t 2 w w w. y o u t u b e. c o m / w a t c h? v = x m E s G Q 3 J m K g & i n d e x = 2 & l i s t = R D Q M D z v o _ A 7 N a X Y

• C h o c o l a t e / c a n d y ( a c h o c o l a t e c h i p , H e r s h e y k i s s , e t c. )

K e y T e r m s : M i r r o r N e u r o n s S t r e s s R e s p o n s e S y s t e m

Instructions

Bonus Brain-Aligned Strategies: Act it out (continued): Ask another faculty member or parents to step in and model the effects of mirror neurons to the class. Provide this person with a scenario of sadness or anger that the students will believe. After the encounter share your emotions with the class (emotions should match the scenario). Discuss how our mirror neurons were impacted by another person.

Part 1 : Hook a. Place chocolate/candy on a front table where students can see. You can either demonstrate yourself or ask a student to volunteer in order to slowly and deliberately eat the chocolate/candy piece.

b. While you or the student is eating the piece, ask students to describe what they are seeing/feeling. The goal is to have the students recognize that they can almost "feel" what the volunteer eating the chocolate/candy piece is feeling, so you may prompt students if needed.

c. After students have recognized that they can "feel" what the volunteer is feeling, explain Mirror Neurons (see Teacher Cheat Sheet).

Part 2 : Discussion and Video a. Tell students that you are going to play a humorous scene from Inside Out. Ask them to pay close attention to how the mom and dad's brain states change based on Riley's mood, and how this might be showing mirror neurons. Play Inside Out Family Dinner Scene.

b. When the video is complete, ask students: "How were Riley's mom and dad feeling at the beginning of dinner, versus when they realized Riley's attitude change?" (Students should recognize that the mom and dad were feeling happy at the beginning of the scene but then their brains "mirrored" Riley's mood when they recognized that she was feeling negative)

c. (optional) Act it out! Create a seemingly organic situation where your mood suddenly changes to angry or sad. You could pretend to spill a drink on your papers or yourself and get angry or sad at the situation, tell the students about the "horrible" day you are having (you could make up flat tire, forgetting lunch, etc.

Ensure that the situation you create is benign and not aimed at the class or any specific student, as well as not a trigger for your students). After you do this, ask how your class is feeling. The goal is to have them recognize that once you changed your mood their brain states "mirrored". Tell the students that even though your scenario was made up, their brains mirrored your mood.

d. Brain Regulation Strategies! Discuss with students that the strategies they learned in Lesson

4 (The Adolescent Brain) are important to

continuously monitor in order to be able to regulate our brains. Explain that brain regulation strategies help them when they recognize that their brains are mirroring another person's attitude.

e. Have a chalk talk on the board of things students like to do when they are feeling overwhelmed/their brain regulation strategies (i.e. breathing, distraction, reading, doodling, take a break, etc.) Relate this to how we are in control of our brains, and if we can sense that we are mirroring negative emotions we can control what we do.

f. Discuss that we can also do things to help that person, such as validation, take a break, give the person space, etc. Break students off into pairs to practice validation strategies (see Validation scenarios and strategies sheet attached).

Part 3 : Exit Ticket Students will write a short paragraph or draw a short scene describing a time when he or she felt sad or angry from another person (this could also connect to a novel character or historical figure). Next students will write an applicable brain regulation to combat the negative situation. For extra novelty, these brain strategies can be recorded on a popsicle stick to pull out and match each paragraph. You then can the popsicle sticks in a jar and refer to them throughout the year. Display these scenarios in the classroom.

Validation

Validation is an important part of co-regulating with someone (helping them regulate their emotions). It is a great way to build connection and relationship with others. The basis of validation is making sure that the person knows their feelings are valid/warranted. Validation offers no judgment, simply listening to learn. On this sheet you will find examples of validating phrases, as well as scenarios to practice using these phrases. You will also find some examples of invalidating phrases- these are phrases that involuntarily make the other person feel as though their feelings are unimportant or unwarranted, and drive disconnection.

Validating Phrases

"That must be really frustrating." "I can understand why you feel that way." "I can't imagine what this feels like for you." "I think I would feel the same way if I were in your shoes." "I imagine that you are feeling pretty frustrated, right?" "That feels like that is a really big challenge right now." "Of course you're scared to do that, new things are scary for everyone!"

Invalidating Phrases

"I think you're overreacting." "At least _______." "Don't worry, tomorrow will be better" "Get over it." "Look on the bright side..." "That happened to me, and I got over it." "This isn't that big of a deal." "You're tougher than that!" Stop complaining, you're being so negative." "Well maybe that wouldn't have happened if you hadn't been doing _________."

Validation Scenarios

1. A friend's family dog ran away. Your friend is extremely upset and talks to you about it. They say, "I can't believe she ran away, I am so scared for her! I miss her so much, what if something happens to her?" Validating response: "Of course you're scared, that's such a scary thing! That makes perfect sense to me. I'm here for you." Invalidating response: "Don't worry about it, worrying doesn't change anything!'
2. Your friend's family had a trip to Kings Island planned this past weekend, but it got rained out and they couldn't go. Your friend tells you "I'm so mad that it rained! I wanted to go to Kings Island and it's the only weekend we could go, it's not fair!" Validating response: "Oh boy I would be upset too! Those trips don't come up often, and I know how excited you were." Invalidating response: "It's just an amusement park! At least it wasn't something important!"

Validating response:

Invalidating response:

Your Turn to Try!

Validating response:

Invalidating response:

Contagious Emotions and

Stress Response System

L e s s o n 5

S e c o n d a r y

T i m e 3 0 - 4 5 m i n s

O b j e c t i v e s :

1. S t u d e n t s w i l l b e a b l e t o d e s c r i b e h o w m i r r o r n e u r o n s a f f e c t o u r m o o d a n d b r a i n s t a t e.
2. S t u d e n t s w i l l b e a b l e t o m o d e l a n d e d u c a t e o t h e r s a b o u t h e a l t h y s t r e s s r e s p o n s e s t r a t e g i e s

W h y?

M i r r o r n e u r o n s a r e a c r u c i a l p a r t o f u s u n d e r s t a n d i n g o u r

i n t e r a c t i o n s w i t h o t h e r s , w h i c h i s a f o u n d a t i o n a l a s p e c t o f

b u i l d i n g c l a s s r o o m c o m m u n i t y.

T h i s l e s s o n i s m e a n t t o b u i l d o n t h e p r e v i o u s l e s s o n s a n d t e a c h

s t u d e n t s a n o t h e r w a y t o r e c o g n i z e h o w e m o t i o n s a r e

i m p a c t i n g t h e i r l e a r n i n g. T h e b r a i n r e g u l a t i o n s t r a t e g i e s

c r e a t e d i n t h e p r e v i o u s l e s s o n a r e s o m e t h i n g t h a t s h o u l d n o t

b e t a u g h t i n i s o l a t i o n ( a s w e k n o w t h e m o r e w e u t i l i z e

s o m e t h i n g , t h e s t r o n g e r t h a t n e u r a l c o n n e c t i o n w i l l b e! ) , s o

y o u w i l l s e e t h a t t h e y a r e i n c o r p o r a t e d i n t o t h i s l e s s o n.

M a t e r i a l s : M i r r o r N e u r o n A r t i c l e h t t p : / / s i t n. h m s. h a r v a r d. e d u / f l a s h / 2 0 1 6 / m i r r o r - n e u r o n s - q u a r t e r - c e n t u r y - n e w - l i g h t - n e w - c r a c k s /

I n s i d e O u t F a m i l y D i n n e r S c e n e h t t p s : / / w w w. y o u t u b e. c o m / w a t c h? v = C j g d i y _ S G j A

M i r r o r N e u r o n s P a r t 1 w w w. y o u t u b e. c o m / w a t c h? v = X z M q P Y f e A - s & l i s t = R D Q M D z v o _ A 7 N a X Y

M i r r o r N e u r o n s P a r t 2 w w w. y o u t u b e. c o m / w a t c h? v = x m E s G Q 3 J m K g & i n d e x = 2 & l i s t = R D Q M D z v o _ A 7 N a X Y

C h o c o l a t e / c a n d y ( a c h o c o l a t e c h i p , H e r s h e y k i s s , e t c. )

K e y T e r m s : M i r r o r N e u r o n s S t r e s s R e s p o n s e S y s t e m

Instructions

Bonus Brain-Aligned Strategies: Have students make their own notecards, bookmarks, or sheets of paper with brain regulation strategies! Relate this to a historical figure or character that you are studying in class and identify a scenario where they were mirroring another person's emotions, as well as what brain regulation strategy they could have done.

Part 1 : Hook a. Place chocolate/candy on a front table where students can see. You can either demonstrate yourself or ask a student to volunteer in order to slowly and deliberately eat the chocolate/candy piece.

b. While you or the student is eating the piece, ask students to describe what they are seeing/feeling. The goal is to have the students recognize that they can almost "feel" what the volunteer eating the chocolate/candy piece is feeling, so you may prompt students if needed.

c. After students have recognized that they can "feel" what the volunteer is feeling, explain Mirror Neurons (see Teacher Cheat Sheet).

Part 2 : Discussion and Video a. Tell students that you are going to play a humorous scene from Inside Out. Ask them to pay close attention to how the mom and dad's brain states change based on Riley's mood, and how this might be showing mirror neurons. Play Inside Out Family Dinner Scene.

b. When the video is complete, ask students: "How were Riley's mom and dad feeling at the beginning of dinner, versus when they realized Riley's attitude change?" (Students should recognize that the mom and dad were feeling happy at the beginning of the scene but then their brains "mirrored" Riley's mood when they recognized that she was feeling negative)

c. (optional) Act it out! Create a seemingly organic situation where your mood suddenly changes to angry or sad. You could pretend to spill a drink on your papers or yourself and get angry or sad at the situation, tell the students about the "horrible" day you are having (you could make up flat tire, forgetting lunch, etc.

Ensure that the situation you create is benign and not aimed at the class or any specific student, as well as not a trigger for your students). After you do this, ask how your class is feeling. The goal is to have them recognize that once you changed your mood their brain states "mirrored". Tell the students that even though your scenario was made up, their brains mirrored your mood.

d. Brain Regulation Strategies! Discuss with students that the strategies they learned in Lesson

4 (The Adolescent Brain) are important to

continuously monitor in order to be able to regulate our brains. Explain that brain regulation strategies help them when they recognize that their brains are mirroring another person's attitude.

e. Have a chalk talk on the board of things students like to do when they are feeling overwhelmed/their brain regulation strategies (i.e. breathing, distraction, reading, doodling, take a break, etc.) Relate this to how we are in control of our brains, and if we can sense that we are mirroring negative emotions we can control what we do.

f. Discuss that we can also do things to help that person, such as validation, take a break, give the person space, etc. Break students off into pairs to practice validation strategies (see Validation scenarios and strategies sheet attached).

Part 3 : Exit Ticket Each pair should write down their validation scenario and the brain regulation strategy that they chose for the situation on a note card to hand into the teacher. OR Students will write a short paragraph or draw a short scene describing a time when he or she felt sad or angry from another person (this could also connect to a novel character or historical figure).